Validity and Reliability Study of Prospective Teachers' Mathematics Study Strategies Scale

This study aims to develop a valid and reliable scale to measure the mathematics study strategies of prospective teachers. The scale development process involved examining theoretical frameworks and scales related to learning strategies, self-regulation, and motivation. A 15-item scale was constructed after expert reviews. Exploratory Factor Analysis (EFA) revealed a five-factor structure explaining 62.45% of the variance, identified as Attitudes, Motivation, Self-confidence, Study Strategies, and Time Management. Confirmatory Factor Analysis (CFA) demonstrated acceptable fit indices (CFI = 0.905, SRMR = 0.053). Cronbach's Alpha values ranged from 0.776 to 0.828, confirming reliability. The scale can evaluate and improve study strategies in teacher education and support research on cognitive and affective factors in mathematics education. Future studies may investigate its application across populations and its predictive power for academic performance.